As a counter to educational development focused on individual instructors with implicit or no theory of change underpinning it, this session will engage participants in examining theory driven change considering the department, instructor, and students as an integrated system. Using social practice theory (Kemmis & Mahon, 2017) and the reasoned action approach (Fishbein & Ajzen, 2010), participants will consider how they might navigate complex contexts in which instructors teach, grounded in departmental practices and influenced by student responses to their approach. This session will engage participants with a new conceptual approach to creating contextually appropriate pathways to instructional change.
Shared Session Notes
